G.SR.08.04 Find area and perimeter of complex figures by sub-dividing them into basic shapes (quadrilaterals, triangles, circles).
METS-S/NETS-T
NET: 4.d. Use multiple processes and diverse perspectives to explore alternative solutions.
Essential Questions:
How can anyone use area and perimeter as a functioning member of society? Can you recognize the different formulas for the basic shapes
Objectives:
Given a camera and prior knowledge of how a smart board works, students take pictures of local structures and architecture and show how to find the areas of at least 3 shapes on the Smart board.
Tools and Resources:
camera calculator pencils paper measurement tool smart board storage device field trip requirements and protocol
Rationale:
By taking the students outside of the classroom and out into the world, they might be more enthusiastic about the content they are intended to learn. Letting students choose their homework motivates them to actually partake in their learning.
Sequence of Activities:
Anticipatory Questions/Activity:
Manipulating people isn’t very nice, but manipulating shapes is! Take a picture of a house, finding the area of a pentagon isn’t much fun, but what could we do to make that easier.
Body of Lesson Plan: Segment #1 (Artifact: link to real world, website, book, picture, etc.)
Students will look at the following website and try to create tangrams using basic geometric shapes. It will help students identify and manipulate the basic geometric shapes to create more complex ones. http://www.puzzlechoice.com/pc/Tangramx.html
JING tutorial for puzzle activity link is provided below.
Embedded image is available at the end of the lesson plan.
Segment #2 (Factual information/Vocab Includes sample feedback loop)
Have students review the the formulas for the area and perimeters of basic shapes by coming up to the board and drawing the image as well as the formulas
Give students an example problem of each shape and have them solve to refresh their skills. Then have students try to find the area and perimeter of a stop sign by finding the basic geometric shape within.
Segment #4 (Detailed directions on how to complete activity)
Students will then take a trip to a downtown area or a park and capture images of architecture and structure. Students must then create an interactive Smartboard presentation that shows how each of these structures can be solved.
Name:Justine Lakosky_
calculator
pencils
paper
measurement tool
smart board
storage device
field trip requirements and protocol
Segment #1
(Artifact: link to real world, website, book, picture, etc.)
http://www.puzzlechoice.com/pc/Tangramx.html
JING tutorial for puzzle activity link is provided below.
http://www.screencast.com/t/yqb83ADqDwwN
Embedded image is available at the end of the lesson plan.
(Factual information/Vocab
Includes sample feedback loop)
Triangle
P=a+b+c
A½bh
Rectangle and Square
P=2L+2W
A=L*W
Circle
P=2πr
A=πr2
(Includes multiple intelligence strategy:
Hands-on, small groups, reteaching strategy)
(Detailed directions on how to complete activity)
Rubric is provided in the following attachment.